A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom
This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findin...
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| Formato: | Online |
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Escuela de Lenguas Modernas, Universidad de Costa Rica
2018
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781 |
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RLM34781 |
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RLM347812020-07-23T17:38:58Z A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom López Estrada, Patricia two-way immersion programs bilingual education second language teaching second language learning This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings indicated that the bilingual teacher promoted opportunities for students to use and develop language. Her teaching practiceswere based on a Contextualization/Problematization/Decentralization framework, which served as an instructional framework and pedagogical combination to student language production. The bilingual teacher provided students with a context for language comprehension, presented students with problems that needed solving, and decentralized her role for students to become autonomous problem-solvers and negotiators. This study adds to the extant literature about effective teaching practices to foster language opportunities for students to build and practice the minority language in two-way immersion classrooms in the United States. Escuela de Lenguas Modernas, Universidad de Costa Rica 2018-10-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article Artículo evaluado por pares application/pdf application/epub+zip text/html https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781 10.15517/rlm.v0i28.34781 Journal Of Modern Languages; No. 28 (2018) Revista de Lenguas Modernas; Núm. 28 (2018) 2215-5643 1659-1933 10.15517/rlm.v0i28 spa https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781/34338 https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781/epub https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781/html |
| institution |
Universidad de Costa Rica |
| collection |
Revista de Lenguas Modernas |
| language |
spa |
| format |
Online |
| author |
López Estrada, Patricia |
| spellingShingle |
López Estrada, Patricia A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom |
| author_facet |
López Estrada, Patricia |
| author_sort |
López Estrada, Patricia |
| description |
This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings indicated that the bilingual teacher promoted opportunities for students to use and develop language. Her teaching practiceswere based on a Contextualization/Problematization/Decentralization framework, which served as an instructional framework and pedagogical combination to student language production. The bilingual teacher provided students with a context for language comprehension, presented students with problems that needed solving, and decentralized her role for students to become autonomous problem-solvers and negotiators. This study adds to the extant literature about effective teaching practices to foster language opportunities for students to build and practice the minority language in two-way immersion classrooms in the United States.
|
| title |
A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom |
| title_short |
A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom |
| title_full |
A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom |
| title_fullStr |
A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom |
| title_full_unstemmed |
A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom |
| title_sort |
description of literacy instruction in a first grade two-way immersion classroom |
| publisher |
Escuela de Lenguas Modernas, Universidad de Costa Rica |
| publishDate |
2018 |
| url |
https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781 |
| work_keys_str_mv |
AT lopezestradapatricia adescriptionofliteracyinstructioninafirstgradetwowayimmersionclassroom AT lopezestradapatricia descriptionofliteracyinstructioninafirstgradetwowayimmersionclassroom |
| _version_ |
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